The feelings and the personal and learning problems of the child with a language disability which are concomitant with a fragile ego are presented, to give parents a feeling of the nature and effect of their child's disability. (Author/KW)

Typescript excerpts from group counseling sessions suggest that schools of education need to pitch their teaching and testing at higher cognitive levels. Giving primary attention to the bare knowledge or memory level is not only ineffective but also an unnecessary source of resentment among students. (Author)

School and College Ability Tests (SCAT), the Omnibus Personality Inventory, and questionnaire data collected indicated that, as compared to persisting students, voluntary withdrawals had higher verbal ability and were more intellectually oriented. Voluntary withdrawals had significantly higher SCAT scores than the failures and the female…

Suggests that a partial cause of student reading difficulty may be lack of comprehension of the process of reading and proposes that teacher explanation might help solve the problem. (RW)

Describes a study that assessed (1) differences in causal ascriptions for a given performance outcome between males and females; and (2) sex differences in performance expectations, pretest anxiety, desire to take similar tests in the future, and expectations of performance outcomes on future tests. Contrasts results with previous findings by…

Explores the history of educational innovation and explains why it has so often failed to produce the desired results. (FL)

When given a story about either mentally retarded or fast learning children displaying defense mechanistic behavior, 40 retarded students (mean CA 13 years) rated the defensive characteristics higher and liked them more than did 89 nonretarded students matched for CA or MA. (CL)

Identifies seven factors that may be barriers to successful intervention with reading disabled adolescents and discusses how attention to each factor can produce program success. (FL)

Reading disability research indicates numerous possible internal and external factors, usually in composites, which can be accompanied by emotional maladjustment as the cause and effect of reading problems. The types of stressful conditions and maladjustments are discussed. Specific areas needing further research are suggested. (CM)

Fear of success and failure scales were administered. Scores were intercorrelated. Results indicated fear of success is not unidimensional. Measures of fear of success and fear of failure were highly related. Stable orthogonal factors were obtained: fear of success, test anxiety, sex-role-related attitudes, neurotic insecurity, and the value of…

Describes women's course-taking patterns and their resultant underrepresentation in skilled trades, technologies, and sciences. Considers the effects of value systems and conditioning on women's perceptions of work and success. Analyzes the lack of synchronization between traditional value systems and technological change in terms. Describes three…

Three- to eight-year-old children were asked to make causal attributions for performance on a motor task, reward allocations for the performance outcome, and state expectations for future success. (Author/DB)